Quarter 1

Questions
How will this be
Learning Targets Key Terms CFAs Quarter
addressed? CSA

1. I can identify and label

plot point-of-view Plot
the parts of plot through Short Stories in common:
exposition narrator Students read the story The
the course of a text and Most Dangerous Game
rising action omniscient Confrontation and then
identify the point-of-view Thank You Maam
climax 1st person match/complete a plot map and
of the narrator resolution 3rd person matching section

2. I can describe the Other Stories to choose

from: Conflict
internal and external internal conflict external conflict
Sniper Students read descriptions and
conflicts of main and man vs. self man vs. man
Sound of Thunder decide whether they
subordinate characters man vs. nature man vs. society Cask of Amontillado demonstrate internal or external
Scarlet Ibis conflict
The Open Window
A Students have a blank
thesis/claim indent paragraph that they have to
3. I can identify the Other Non-Fiction Pieces
introduction body paragraph annotate for all of the structural
components and from Holt or
conclusion topic sentence components.
structure of an essay and supplemental
concluding sentence concrete detail
paragraph commentary MLA heading B Students have a blank essay
Writing Assignments
margin line spacing that they have to annotate for all
Narrative essay
of the structural components.
Respond to Lit. Paragraph
Narrative sensory details and imagery (option if time allows)(1) Expository Essay (response to literature) Introduction with thesis, body
paragraph (one chunk), and conclusion.

*Revised 6/2016
Quarter 2
Questions
How will this be
Learning Targets Key Terms CFA Quarter
addressed? CSA

4. I can write an effective thesis/claim indent

Students apply the
thesis statement; I can introduction ABCD
Writing Prompts deconstruction method (ABCD) to
deconstruct a prompt transitions MLA heading a cold prompt
margin line spacing

5. I can show how a thesis

or central idea is Non Fiction texts that
Students will identify main idea
Textual details Central idea correspond and
developed through the and supporting details. They will
MSSP Supporting details introduce historical
course of a text using illustrate comprehension through
thesis/claim background of fictional
specific textual details. a summary of a non-fiction text.
text below.

6. I can cite strong textual

evidence to support my
Students are given a body
analysis and inferences of supporting details topic sentence Of Mice and Men;
paragraph graphic organizer and
a text. I can determine evidence/CD analysis The House on Mango
will fill it in based on the guided
the implied theme of a theme Street
topic sentence (theme).
text.

Writing goals: (2-3) Short Responses (2-chunk responses, or 2-3 paragraph responses to writing prompts which relate to text e.g.
character, theme, conflict)

*Revised 6/2016
Quarter 3

How will this be Questions

Learning Targets Key Terms CFAs
addressed? Quarter CSA
7. I can determine the
meaning of different
types of figurative Letter from Birmingham Students will read A Poison
Symbols Tone
language in a text Jail Tree and apply their
Imagery Theme
[and explain how it Poetry understanding of the elements of
Personification Irony Other Non-Fiction text SIFTT
affects the meaning and
tone of a text].

Writing goals: Complete essay in which students draw evidence from literary or informational texts to support analysis, reflection, and
research (Writing Standard 9).

*** Smarter Balanced Rubric

*Revised 6/2016
Quarter 4
Questions
How will this be
Learning Targets Key Terms CFAs Quarter
addressed? CSA
Mythology
Students will show their
Romeo and Juliet
8. I can determine the Simile Tone and Mood understanding of figurative
Non Fiction
meaning of different Personification Imagery language by correctly identifying
types of figurative terms within sentences.
Symbolism Oxymoron
language in a text Metaphor Irony

CSA: I can write a valid Formal Thesis

argument using support. Conclusion Organize
I can maintain a formal Diction support
style and in my writing.
I can write an effective
conclusion for my
argument.
I can write an effective
thesis statement.
I can organize an
informative/expository
essay to effectively
present an argument.
I can use effective word
choice, vocabulary and
diction to support my
point of view.

*Revised 6/2016
Argumentative Essay four to five paragraph response

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
(Writing Standard 1).

*** Smarter Balanced Rubric

*Revised 6/2016